|
Title
|
|
|
|
Divided we teach? Teachers' perceptions of conflict and peace in Côte dIvoire
| |
|
Author
|
|
|
|
| |
|
Abstract
|
|
|
|
| Many postconflict societies incorporate peace education in their school curricula to promote reconciliation by offering a peace-building narrative to counter prevailing conflict narratives. Generally, these reforms are unaccompanied by teacher training. Hence, they implicitly assume that teachers are neutral providers of peace-building narratives, thereby overlooking the potential mediating effects of teachers agency and social identity. Building upon the case of Côte dIvoire where a peace curriculum was introduced in 2012, this report challenges teachers assumed neutrality by investigating Ivorian teachers narratives of the 20102011 postelectoral crisis and the current peace process. Preliminary results of a large-scale survey (n = 984) indicate striking differences among teachers interpretations of the past conflict and the current peace process, which are significantly associated with teachers ethno-religious background. Their interpretations show interesting parallels with the discourses of the then opposing political leaders. These findings are alarming: How can peace education reconcile students if their teachers remain divided? (PsycINFO Database Record (c) 2016 APA, all rights reserved) |
| |
|
Language
|
|
|
|
English
| |
|
Source (journal)
|
|
|
|
Peace and conflict
| |
|
Publication
|
|
|
|
2016
| |
|
ISSN
|
|
|
|
1078-1919
1532-7949
| |
|
DOI
|
|
|
|
10.1037/PAC0000224
| |
|
Volume/pages
|
|
|
|
22
:4
(2016)
, p. 329-333
| |
|
ISI
|
|
|
|
000387997600005
| |
|
Medium
|
|
|
|
E-only publicatie
| |
|
Full text (Publisher's DOI)
|
|
|
|
| |
|